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expended upon several kinds of work, the Nääs system
has maintained the necessity of concentrating the instruction
upon one branch of sloyd, that of wood-sloyd, the
most suitable of all. Other important fundamental
principles are: that the instruction shall be voluntary,
not compulsory; that useful objects and not articles of
luxury shall be made; that the instruction shall be
individual and not arranged as class-teaching; that the
articles made shall become the property of the children
and not be sold for the benefit of the school; that the
work should be carefully executed and not carelessly
done, and that the work shall be carried out with the
body kept in a good position. It may perhaps seem
that all these propositions appear to be pretty self-evident
and scarcely worth mentioning. But they, and
several others have first been adopted as parts of a
connected whole, in the Nääs system, and each of them
has had to strive hard in order to gain any great
degree of general recognition. Some — as, for example,
the important rule that all instruction which is
educational in the true sense of the word should be
individual — have still many opponents, both in theory and
in practice. Still we have a lively conviction that even
their time shall come; that time when there shall exist
no difference between the principles which make up the
Nääs system, and those which shall then form the
generally recognized principles of education.
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